Great Abington Primary School

Great Abington Primary School 68 High Street, Great Abington, Cambridge, CB21 6AE

p.1

Overall effectiveness

Previous inspection: Good 2 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Outstanding 1 Leadership and management Good 2

p.1

Summary of key findings for parents and pupils

This is a good school.  Standards reached by pupils at the end of Year 6 are usually well-above average. Across the school, pupils’ progress is at least good and outstanding in some classes.  Effective action is improving pupils’ understanding of the sounds that letters make (phonics) and they read with increasing confidence.  The headteacher’s impressive leadership makes sure that current pupils make good progress and achieve well from good teaching – despite major staff changes.  Overall, leadership and management, including governance, are good. Leaders frequently and thoroughly check the quality of teaching. They are quick to pinpoint areas for improvement and take appropriate action.  Leaders, well supported by the governing body, are rigorous in making sure that no pupils fall behind. Well-trained staff give pupils good support to help them to catch up.  The school’s emphasis on teaching respect for

p.1

Summary of key findings for parents and pupils

others helps to give pupils a deep understanding of how to learn and greatly supports their spiritual, moral, social and cultural development.  Pupils’ behaviour, their understanding of how to keep themselves safe and attendance are outstanding.  Pupils have many opportunities to experience a range of stimulating activities in school, in the local area, and further afield. These enrich and extend pupils’ learning.

p.1

It is not yet an outstanding school because

 The new marking policy is not used well in all classes.  Staff do not always insist enough on pupils having neat, well-formed handwriting and overlook some errors in grammar, punctuation and spelling of some simple words

p.1

Information about this inspection

 The inspector observed five lessons, all which were joint observations with the headteacher. In addition, the inspector made a number of short visits to other lessons.  Meetings were held with pupils, staff, and representatives from the governing body and from the local authority.  The inspector observed the school’s work and looked at a number of documents, including: the school’s raising-attainment plan, termly operational plans, data regarding pupils’ current progress, planning and monitoring information on school performance, minutes of governing body meetings and records relating to behaviour, attendance and safeguarding.  The inspector met with one parent informally during the school day. The inspector took into account the responses to a recent school survey and the 38 responses from parents and carers to the online questionnaire (Parent View). The inspector compared the responses for the current

p.2

Inspection team

Heather Weston, Lead inspector Additional Inspector

p.2

Information about this school

 The school is much smaller than the average-sized primary school.  Most pupils are from White British backgrounds. The proportion who have English as an additional language is lower than average.  Few pupils are known to be eligible for additional funding through the pupil premium.  The proportion of disabled pupils and those who have special educational needs who are supported through school action is well-below average. The proportion supported at school action plus or through a statement of special educational needs is above average.  The school does not use other places where pupils can learn away from school.  The school meets the government’s current floor standards, which set the minimum expectations for attainment and progress.  The school has five classes, four of which are for pupils of mixed ages. All Year 6 pupils are in one, single-age class.  The school has undergone significant changes of teaching staff in the last year. Four of the five

p.3

Information about this school

classes have different teachers arising from promotions or personal circumstances.

p.3

What does the school need to do to improve further?

 By July 2013, make most teaching outstanding and increase the rate of pupils’ progress, particularly in using English accurately, by:  making sure that all teachers fully apply the revised marking policy so that pupils always know how to improve their own work  improving the quality of pupils’ work by making sure that they always produce neat, well- formed handwriting and use correct spelling and punctuation.

p.3

The achievement of pupils is good

 Children’s attainment when they enter school, although variable because of low numbers, is usually typical of children nationally. Until recently, children made satisfactory progress in their Reception year to enter Year 1 with average attainment. Currently, outstanding provision is helping children in their Reception Year to make outstanding progress.

p.4

The achievement of pupils is good

 Pupils in Key Stage 1 make good and, at times, outstanding progress. Due to the small numbers in each year group, standards reached by pupils at the end of Year 6 fluctuate, but are usually well-above average, showing outstanding progress in both English and mathematics.

p.4

The achievement of pupils is good

 Rates of progress have varied through the different year groups. Previous weak teaching in Years 3 and 4 has been tackled successfully. Evidence from lessons, pupils’ work and school data show that current pupils are making good progress in all year groups.

p.4

The achievement of pupils is good

 Pupils’ good progress has been maintained despite several changes in staff. This is because leaders have made sure that new teachers apply most key aspects of the school’s approach to teaching and learning and the expectation that all pupils should be given work at an appropriately demanding level.

p.4

The achievement of pupils is good

 The new systematic approach to teaching phonics, adopted because standards in pupils’ phonic knowledge in Year 1 were, previously, below average, is helping all pupils with their reading, writing and spelling. Pupils are gaining increased confidence to read words new to them and accurately work them out for themselves. In addition, the drive to improve pupils’ use of correct grammar is helping to improve the quality of pupils’ writing.

p.4

The achievement of pupils is good

 Pupils’ spelling and their use of punctuation are not always accurate, and some pupils handwriting is too untidy. The school has not insisted that presentation is always of the best quality, so pupils are not always clear what standards of presentation are expected from them.

p.4

The achievement of pupils is good

 The progress made by disabled pupils and those who have special educational needs is good in all classes. This is because of the good support given by teachers and well-trained teaching assistants both in class, in small groups and in one-to-one teaching sessions. Pupils in danger of falling behind also benefit from this support and are able to make better progress to help them catch up.

p.4

The achievement of pupils is good

 Pupils learning English as an additional language make good progress. The school ensures that it directs appropriate language support to help each pupil.

p.4

The achievement of pupils is good

 The few pupils eligible for additional funding through the pupil premium make good progress. They attain, at least, above-average standards in English and mathematics by Year 6, close to those of other pupils. Some make outstanding progress and so gain standards well-above average in both subjects.

p.4

The quality of teaching is good

 Teachers have good subject knowledge and are skilled at planning lessons which help pupils to achieve well. Teachers and teaching assistants use good questioning techniques to develop pupils’ thinking and extend their learning.  Good teaching, pupils’ confidence and their understanding of how to use number, for example when multiplying or dividing, enable them to make good progress in mathematics. Teachers make sure that pupils’ writing skills are developed well through a range of subject learning, although inaccuracies in expression are, sometimes, not corrected. Sessions at the start of the morning are used very effectively to practise skills, such as ‘non-negotiable spellings’ in Year 6. Skilful guided reading, the teaching of phonics, and regular opportunities for pupils to read mean that pupils develop good reading skills.

p.4

The quality of teaching is good

 Teachers plan interesting and imaginative activities which often involve problem solving or carrying out investigations to encourage pupils’ independent learning. For example, class 4 pupils had to devise all sorts of different, and highly challenging, questions about why there were flying frogs in a picture book. Pupils in class 5 had to work out for themselves the answers to a missing number matrix. Similarly, Reception children were encouraged to suggest ways to work out how many children registered in the class were at school, so they could demonstrate a real understanding of different approaches to addition.

p.5

The quality of teaching is good

 Weak teaching has been eradicated. However, not all teachers apply the new marking policy well enough. Consequently, pupils do not always know how to improve their work and take the next steps in their learning. There are examples of simple spelling and punctuation errors left without correction, slowing pupils’ understanding and progress.

p.5

The quality of teaching is good

 Teacher use material resources well, including electronic whiteboards, to help pupils learn. In the Reception Year, children have access to a wide range of well-planned resources. All these materials are evaluated carefully for difficulty to make sure that they promote the best possible learning for pupils of all levels of ability.

p.5

The quality of teaching is good

 The school has introduced a new approach to teaching handwriting. However, teachers are not all using this approach effectively to make sure that pupils always produce good, easily readable handwriting and that their books are, habitually, as tidy as possible.

p.5

The behaviour and safety of pupils are outstanding

 Pupils are exceptionally polite and welcoming. They have a deep understanding of the school’s ‘core values’ – such as respect and responsibility towards others – and apply this exceptionally well in school. Pupils say there is no bullying, just some ‘falling out’. They are confident that if they have concerns, adults will help them sort them out.

p.5

The behaviour and safety of pupils are outstanding

 Pupils are exceptionally keen to come to school and to learn. Their attitudes make a big contribution to the quality of their learning. In all classes they were quietly attentive or absorbed in discussion with teachers or each other. They feel deeply that learning is important as it helps them to broaden their interests and gives them greater opportunities in life.

p.5

The behaviour and safety of pupils are outstanding

 Pupils say they feel safe at school. They have very mature views towards risk. They know how to manage risks in their lives because of the school’s provision of highly effective personal, social and health education.

p.5

The behaviour and safety of pupils are outstanding

 Attendance is high, demonstrating pupils’ enjoyment of school. The headteacher is rightly determined to maintain this high level. She has written to those parents whose children’s attendance has fallen below 95% to make sure that pupils always come to school and benefit from the education it provides.  All the pupils are able to contribute to decision making in the school, through the ‘family groups’ and the school council. For example, pupils were involved in drawing up the school’s behaviour policy, which has resulted in improved, outstanding, behaviour.

p.5

The leadership and management are good

 The headteacher is passionate about making sure that pupils are always helped to make good progress. She knows – rightly – that ‘every lesson counts’. Her view is fully shared by the assistant headteacher. Their committed leadership is making sure that pupils are not held back by changes of teaching staff. Weak teaching in the past has been removed.

p.6

The leadership and management are good

 Leaders are vigilant in checking pupils’ progress. They hold regular meetings with teachers to check how individual pupils are progressing, what teachers are doing to make sure pupils make sufficient progress, and what further support pupils might need to prevent them falling behind. Staff promotion is closely linked to results – as shown by the progress pupils’ make.

p.6

The leadership and management are good

 School self-evaluation is accurate and perceptive. Careful checking on pupils’ performance gives senior leaders detailed understanding of the school’s strengths and areas for improvement. For example, previous weaknesses in pupils’ use of phonics were identified and new approaches to teaching this skill have greatly improved pupils’ work. Although leaders are aware that not all teachers are using the newly agreed marking policy effectively and that handwriting and the presentation of pupils’ work require improvement, action has not yet led to the improvement necessary.

p.6

The leadership and management are good

 The range of subjects and topics taught is very helpful to pupils’ learning. Pupils develop their reading, writing and mathematical skills across subjects, with frequent opportunities to solve problems and investigate questions. The wide range of visits, visitors and special activities in school such as the ‘Greek day’ bring learning to life.

p.6

The leadership and management are good

 All pupils benefit from the activities on offer. The emphasis on ‘core values’ helps pupils respect each other and makes sure that discrimination of any sort is not tolerated. Staff are rigorous in overcoming underachievement and ensuring equality of opportunity.

p.6

The leadership and management are good

 The school provides good information for parents, for example on its website, and actively tries to keep in touch. Parents have good opportunities to express their concerns and to see the school at work. Celebration assemblies let parents share their children’s achievements.

p.6

The leadership and management are good

 The local authority has given the school good support over difficulties caused by major changes of staff, including the delay in appointing the assistant headteacher.

p.6

The leadership and management are good

 The governance of the school:  Governance is good. Governors monitor and accurately evaluate the work of the school and understand the data on pupils’ progress. They have a good understanding of the school’s strengths and areas of relative weakness. They hold senior leaders accountable for the school’s performance, particularly the quality of teaching and pupils’ achievement. Governors have made good strategic decisions regarding the appointment of temporary, as well as permanent, staff during the recent period of change. Members of the governing body are well trained and apply their range of different skills to benefit the school. They effectively manage the performance of headteacher and staff. Systems are in place for the approval of pay awards so that these are always tied to how well staff help pupils to achieve. Governors make sure that safeguarding procedures meet requirements and are consistently applied. They know how the school budget

p.6

The leadership and management are good

is spent and make sure, for example, that additional funding, such as the pupil premium, is used well to support pupils’ achievement. This funding has been spent on additional staffing to support pupils in improving their skills in English and mathematics, and on funding extra learning activities for eligible pupils. The school is effective in narrowing any gap between the attainment of individuals eligible for the funding and other pupils.

p.7

Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

p.8

Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

p.8

School details

Unique reference number 110611 Local authority Cambridgeshire Inspection number 403124

p.9

School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.9

School details

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 118 Appropriate authority The governing body Chair Mark Logan Headteacher Deborah Nicholas Date of previous school inspection 11 March 2008 Telephone number 01223 891362 Fax number 01223 890685 Email address office@greatabington.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

p.9

School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

p.10

School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

p.10

School details

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work- based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

p.10

School details

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.10

School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10